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The Rhythm for Reading blog

All posts tagged 'Confidence'

Confidence and happiness

1 February 2016

This post describes the tenth of ten Rhythm for Reading sessions. By this stage everyone in the group can sight-read both simple and comparatively complex music notation with ease and confidence. To do this, our eyes are glued onto the board, our voices are synchronised and we’ve gelled through teamwork. The important part is this: the group experiences music at a deeper, more interpersonal level when these skills become reliable and relaxed, even when facing more challenging tasks. Here’s a short description of how this felt in the final session of the programme and a quick drill down into the concept.

After a couple of minutes, everyone’s behaviour changed at the same time. There was a sharp increase in the level of congruence in the group. Standing calmly as the task ended, they waited and gladly repeated the experience, expanding even more fully into the sounds they were creating. This level of working was maintained consistently for a further eight minutes, after which the group left the room feeling energised and calm, returning cheerfully to class.

These words have been carefully chosen to describe as accurately as possible how working in this way with the rhythm-based elements of music makes a difference to emotional wellbeing. Congruence in this sense refers to the sheer strength and coherence of our perception of rhythmic patterns, particularly when working as a group. Gains in reading behaviour can be measured, but the more profound benefits to wellbeing such as the increase in confidence and happiness that many children describe, are not measurable.

This rather reminds me of psychologist Mihaly Csikszentmihalyi’s work on ‘flow’ or ‘optimal experience’. Optimal experiences are life-affirming, intrinsically rewarding and in terms of pedagogy, they are highly desirable because they boost students’ confidence and motivation. They can be very helpful in realigning attitudes towards reward, so that students become motivated by the sheer joy of taking part rather than wanting to know what they will ‘get’ in return for taking part.

The spontaneous element of what I have described is not trivial, but extremely important, as it describes how the deeper and more satisfying levels of engagement can be achieved through working in this way. Perhaps it is our irrepressible ability to generate congruence from patterns in music and language that fuels our joy of reading and of music making.

Find out more here

Reference

Csikszentmihalyi, M. (2002) ‘Flow: The classic work on how to achieve happiness’ Rider, Random House, ISBN 9780712657594

Visiting the library for the very first time

1 December 2015

Perhaps the most important part of what we do is to hear children read individually for twenty minutes at the beginning and end of the Rhythm for Reading programme. Through this process we measure their progress, provide useful data for the school and also extend our expertise on reading development.

In a recent follow-up session, a Year 5 student had discovered to her great relief that she could at last understand the message carried by the words that she read. Her reading comprehension age had soared. With great excitement she explained that she planned to go with her cousin to visit the library in the centre of the city where she lived.

Her bold plan moved and inspired me to visit the Norfolk Children’s Book Centre to put together a list of books for children who have discovered the joy of reading and are preparing to visit their nearest library for the first time. The Norfolk Children’s Book Centre houses some 80,000 children’s books. As dolphins, dinosaurs and gladiators feature prominently in our resources and are extremely popular with the children, they provided an obvious starting point.

Davis, N. (2011, illus. Brita Granstrom) Dolphin Baby. Walker Books ISBN 9781406344011

Features such as the rhythmic swing of the language, subtle use of alliteration and the careful exploration of a dolphin’s sound world make this a book that strongly resonates with Rhythm for Reading.

Davis, N. (2013, illus. Annabel Wright) Manatee Baby. Walker Books ISBN 9781406340884

Inhabiting the mind of Manuela, we discover how it feels to paddle along the Amazon and to kill a Manatee, a protected mammal. The rhythmic flow of the language is powerful, steering the reader through lavish descriptive writing and moments of buoyant, lively interaction between the characters.

King Smith, D. (2005) Dinosaur Trouble. Penguin ISBN 9780141318455

This enjoyable story is perfect for Rhythm for Reading children who have started to read longer words with confidence and are highly motivated to develop their vocabulary.

Chambers, C. (2015, illus. Emmanuel Certissier) Dinosaur Hunters. Dorling Kindersley IBSN 9780241182598

This is an innovative story for older readers and is refreshingly free from cultural stereotypes. It is about three global citizens from England, Japan and Brazil, who meet through a time-travel App. The descriptive language supplies finely grained details both of historical settings and digital devices.

Burgan, M. (2015) Life as a Gladiator Raintree ISBN 9781474706773

This interactive history adventure allows the reader to construct his / her own storyline using metadata to link to any of three different historical perspectives. It is fast-paced, yet packed with fascinating detail and classical scholarship.

For a copy of the full list please email enquiries@rhythmforreading.com

Connectedness

16 July 2015

At this time of year it’s good to feel that much has been accomplished. Programmes have been completed, training delivered, progress measured, reports read, certificates received and so on. However, educating children and young people is about so much more than ticking lists of to dos.

I’m so grateful to work with fabulous teachers in the schools that I visit and I’ve experienced close-up their boundless enthusiasm, interest in trying new things and dedication to supporting their pupils in every possible way. Accelerating progress and boosting wellbeing are important educational goals of course, but equally prominent should be the development of a very profound sense of social connectedness. A ten-year old boy explained this very clearly to me recently,

“It made me feel welcome to the group because everyone was doing the same thing. Everybody knew it. I didn’t feel left out because usually I feel left out in a group.”

For me, this suggests that some children respond particularly positively to highly structured group activities. The phrase, ‘Everybody knew it’ mirrors the emotional security that develops when the certainty of knowing exactly what to do and say, is complemented by knowing how to contribute with confidence. When the barrier of uncertainty has been eliminated, learning can be experienced as a limitless, virtuous cycle.

In this particular instance, the virtuous cycle was achieved through highly structured group sessions in which the synchronised response of the group was an intrinsic element of the pedagogy. The group grew in confidence week by week, as the tasks that they accomplished together became increasingly intricate, fast-paced and complex; consequently they enjoyed a profoundly social experience of learning.

I’m reminded by Hall, Curtin & Rutherford to mention Lave’s pertinent advice – which is so relevant here and now: Learning is not something in itself, it is part of social life. (Hall et al., 2014, p.166)

Hall, K., Curtin, A. and Rutherford, V. (2014). Networks of Minds: Learning, Culture and Neuroscience, London and New York, Routledge

Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture and Activity 3(3): 149-164

“I used to say things quite slow, but now I say them fast”

15 April 2015

As educators we are required to make thousands of small but important decisions everyday. Striking the right balance involves blending professional judgement with our integrity and experience. Through reflection perhaps with colleagues, we are constantly learning from our experiences.

I have been thinking hard about special education (SEND) recently. Rhythm for Reading is an inclusive programme. Students with learning differences are fully involved alongside their classmates and the programme is accessible even to those who cannot yet read simple words such as ‘cat’. This is what a child said recently to me about the programme: “I liked how we had to keep it in the team at the same time. I felt more surrounded. I had people to keep me upright.” So, when a pupil shows absolutely no desire to contribute to even the most basic of Rhythm for Reading exercises, whilst all around him others are learning rapidly and having fun, my own personal learning journey fires up in a big way.

Each Rhythm for Reading session is only ten minutes long and so every second is precious. Is this child withdrawn, overwhelmed, lacking in confidence, lacking social skills, frightened or generally resistant to new things? What is clear and of concern to me is that he is ignored by the other children and hardly responds to anything I say or do. His teachers are highly protective of him and they can recite a list of issues and medical problems: he is a special child.

I believe that if a child processes and performs tasks more slowly than his classmates, as educators we must help him to develop the strategies that he needs to adapt to different settings. Self-regulation strategies for example, are key for learning road safety skills: learning to judge the speed of traffic, inhibiting the impulse to wander into the road, as well as being able to find a safe place to cross are essential to every child’s survival, no matter how special that child’s needs might be. While road safety lessons are clearly a matter of life and death, it is the quality of life of each child that is determined in the classroom. To teach a special child to cope with a broad range of settings with confidence is a highly worthwhile investment of our time and energy. There are so many benefits of joining in with others in a structured group activity. It is enormous fun and a profound sense of belonging and unity develops through cooperation. Of course, this outcome can only be fully enjoyed by everyone, if everyone has contributed wholeheartedly to the success of the task.

If you have enjoyed this blog, you might also like to learn more about our work on metacognition and self-regulation. If you’d like more information about the programme, contact me direct, or sign up for free weekly ‘Insights’, which launches next week!

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